It as surely added for men, in every division of vocational alignment, an increasing differentiation of training and of labor.

The reaction upon the educative process of this specialization and organization of industrial and institutional life has been distinct and far-reaching.

The girls were left to the experiential apprenticeship of the family, since they were not counted as citizens.

Even the ancient education of boys was in comparison formal and definite, having at its core the group loyalties which united them in patriotic devotion to "the collectivity that owned them all." When, again, the peaceful industries which women had started in their primitive Jack-at-all-trades economic service to the family and clan life needed organization into separate callings of agriculture manufacture and commerce, and primitive means of transportation had to be perfected for interchange of products between nation and nation, women were again left out of control of the processes which man's organizing genius set in motion.

Hence, neither political nor industrial changes in the social order gave to popular thought any conception of the need for sending girls to school.